Frequency Table

Gender of respondents Frequency Valid Male Female Total 23 27 50 Percent 46.0 54.0 100.0 Valid Percent 46.0 54.0 100.0 Cumulative Percent 46.0 100.0

The table above show that 27 (54%) of the respondents were females with the remaining 23 (46%) being males.
Age of respondents Frequency Valid 21 30 31 40 41 50 51 and above Total 8 8 22 12 50 Percent 16.0 16.0 44.0 24.0 100.0 Valid Percent 16.0 16.0 44.0 24.0 100.0 Cumulative Percent 16.0 32.0 76.0 100.0

The above table which shows the distribution of the age of the respondents indicates that eight (8) people each respectively fell in the 21 30 and 31 40 age brackets. 22 (44%) fell in the 41 50 age group with the remaining 12 falling in the 51 years and above bracket. it can be inferred from the above that majority of the respondents are above age forty.
Category of workers Frequency Valid Non - teaching staff 50 Percent 100.0 Valid Percent 100.0 Cumulative Percent 100.0

Educational background of respondents

Frequency Valid None Basic Secondary HND/ Diploma Other Total 4 21 13 11 1 50

Percent 8.0 42.0 26.0 22.0 2.0 100.0

Valid Percent 8.0 42.0 26.0 22.0 2.0 100.0

Cumulative Percent 8.0 50.0 76.0 98.0 100.0

It can be seen from the table above that four (4) people did not have formal education at all. 21 (42%) and 13 (26%) people respectively had basic and secondary education. 11(22%) people had HND/Diploma qualifications. It was only a person who had RSA II. From the above it can be inferred that most of them did not attained a tertiary level of education.
How long have you worked for the institution? Frequency Valid Below 3yrs 4 - 6 yrs 7 - 9yrs 10 yrs and above Total 17 8 7 18 50 Percent 34.0 16.0 14.0 36.0 100.0 Valid Percent 34.0 16.0 14.0 36.0 100.0 Cumulative Percent 34.0 50.0 64.0 100.0

The table above indicates that 17 (34%) of the respondents so far have spent less than 3yrs in the school. 8 (16) and 7 (14) people respectively have spent between 4 6 and 7 9 yrs in the school. The remaining 18 (36) have spent over ten (10) years in the school.
Job satisfaction Frequency Valid Strongly agree Agree Neutral Disagree 5 17 13 15 Percent 10.0 34.0 26.0 30.0 Valid Percent 10.0 34.0 26.0 30.0 Cumulative Percent 10.0 44.0 70.0 100.0

Job satisfaction Frequency Valid Strongly agree Agree Neutral Disagree Total 5 17 13 15 50 Percent 10.0 34.0 26.0 30.0 100.0 Valid Percent 10.0 34.0 26.0 30.0 100.0 Cumulative Percent 10.0 44.0 70.0 100.0

It can be seen from the above table that 5 (10%) said they strongly agree that they are satisfied with their jobs. 17 (34%) and 15 (30%) people respectively agreed and disagreed that they are satisfied with their jobs. Thirteen (13) people representing 26% were indifferent about whether they are satisfied with their jobs or not.
Full appreciation of ones work Frequency Valid Strongly agree Agree Neutral Disagree Total 16 14 10 10 50 Percent 32.0 28.0 20.0 20.0 100.0 Valid Percent 32.0 28.0 20.0 20.0 100.0 Cumulative Percent 32.0 60.0 80.0 100.0

The table above indicates that 16 (32%) and 14 (28) respectively said they strongly agree and agree that full appreciation of ones work is a motivational practice in the school. 10 (20%) of the respondents disagreed with the statement that full appreciation of ones work is a practice in the school.
Good food Frequency Valid Strongly agree Agree Neutral 20 11 9 Percent 40.0 22.0 18.0 Valid Percent 40.0 22.0 18.0 Cumulative Percent 40.0 62.0 80.0

Disagree Strongly disagree Total

8 2 50

16.0 4.0 100.0

16.0 4.0 100.0

96.0 100.0

The table above shows that 20 (40%) and 11 (22%) of the respondents respectively strongly agreed and agreed that good food provided them will be a motivational practice in the school. Nine (9) people were indifferent with 8 (16%) and 2 (4%) people respectively disagreed and strongly disagreed that good food is a motivational practice in the school.
Conducive working conditions Frequency Valid Strongly agree Agree Neutral Disagree Strongly disagree Total 17 19 6 7 1 50 Percent 34.0 38.0 12.0 14.0 2.0 100.0 Valid Percent 34.0 38.0 12.0 14.0 2.0 100.0 Cumulative Percent 34.0 72.0 84.0 98.0 100.0

It can be seen from the table above that 17 (34%) and 19 (38) of the respondents respectively strongly agreed and agreed that conducive working conditions is a motivational tool being used in the school. Seven (7) people and a person respectively representing 14% and 2% disagreed and strongly disagreed that conducive working condition is a practice being used in the school to motivate the workers in the school. The remaining 6 (12%) were neutral. From the above it can be inferred that nearly two thirds of the respondents at least agreed that conducive working conditions is a motivational tool being used in the school. The meaning of this is that the working condition at Ghana Secondary Senior High School is not all that bad.
Sponsored conference/workshop Frequency Valid Strongly agree Agree 3 11 Percent 6.0 22.0 Valid Percent 6.0 22.0 Cumulative Percent 6.0 28.0

Neutral Disagree Strongly disagree Total

13 19 4 50

26.0 38.0 8.0 100.0

26.0 38.0 8.0 100.0

54.0 92.0 100.0

The table above indicates that 3 (6%) and 11 (22%) of the respondents strongly agreed and agreed that sponsoring workers to attend conference or workshop is a motivational tool being used in the school. 19 (38%) and 4 (8%) of the people used in the study respectively disagreed and strongly disagreed that workers being sent for conferences and workshops is a motivational practice being used in the school. Quite a number of people were indecisive about this. It can be inferred from the above staff at GHANASS are not sponsored to attend workshops and conferences.
Interesting work Frequency Valid Strongly agree Agree Neutral Disagree Strongly disagree Total 17 23 8 1 1 50 Percent 34.0 46.0 16.0 2.0 2.0 100.0 Valid Percent 34.0 46.0 16.0 2.0 2.0 100.0 Cumulative Percent 34.0 80.0 96.0 98.0 100.0

The table above reports that 17 (34%) and 23 (46) of the respondents respectively strongly agreed and agreed that an interesting working atmosphere as it this now in the school is a motivational tool being used in the school. A person each respectively disagreed and strongly disagreed that interesting working environment is a motivational tool existing in the school. Eight (8) people were indifferent. It can be inferred from the above that with 80% of the respondents at least agreeing to interesting working environmental as a motivational tool it therefore means that there is a nice working environment at GHANASS.
Job security

Frequency Valid Strongly agree Agree Neutral Disagree Total 19 21 6 4 50

Percent 38.0 42.0 12.0 8.0 100.0

Valid Percent 38.0 42.0 12.0 8.0 100.0

Cumulative Percent 38.0 80.0 92.0 100.0

It can be seen from the table above that 19 (38) and 21 (42) of the respondents respectively strongly agreed and agreed that they see their jobs secured in the school as a motivational tool in the school. 6 (12%) and 4 (8%) of the respondents were neutral and disagreed that job security is a motivational tool in the school. It can once again be inferred that from the above that with a cumulative percentage of 80 of the respondents strongly agreeing and agreeing that job security is a motivational tool means that most of the workers at GHANASS feel that their jobs are secured in the school.
Prospects for promotion Frequency Valid Strongly agree Agree Neutral Disagree Strongly disagree Total 18 27 3 1 1 50 Percent 36.0 54.0 6.0 2.0 2.0 100.0 Valid Percent 36.0 54.0 6.0 2.0 2.0 100.0 Cumulative Percent 36.0 90.0 96.0 98.0 100.0

The table above indicates that 18 (36%) and 27 (54%) of the respondents respectively strongly agreed and agreed that prospects for promotion is a motivational practice being used in the school. Three (3) people were indifferent with the remaining two (2) people; a person each respectively disagreed and strongly disagreed that prospect for promotion is a motivational tool in the school. From the above it can be concluded that prospects for promotion is a motivational practice being used in the school of which the respondents are happy about.

Sympathetic help with personal problem Frequency Valid Strongly agree Agree Neutral Disagree Strongly disagree Total 14 18 10 5 3 50 Percent 28.0 36.0 20.0 10.0 6.0 100.0 Valid Percent 28.0 36.0 20.0 10.0 6.0 100.0 Cumulative Percent 28.0 64.0 84.0 94.0 100.0

The table above reports that 14 (28%) and 18 (36%) of the respondents respectively strongly agreed and agreed that sympathetic help with personal problem is a motivational tool that is used in the school. 5 (10%) and 3 (6%) of them respectively disagreed and strongly disagreed that sympathetic help on personal problem is a practice in the school. The remaining ten (10) people were indifferent. From the above it can relatively be said that workers of the non teaching staff of GHANASS receive some king of assistance from the school.
Good welfare scheme for works Frequency Valid Strongly agree Agree Neutral Disagree Strongly disagree Total 16 16 6 11 1 50 Percent 32.0 32.0 12.0 22.0 2.0 100.0 Valid Percent 32.0 32.0 12.0 22.0 2.0 100.0 Cumulative Percent 32.0 64.0 76.0 98.0 100.0

It can be seen from the table above that 16 (32%) people each respectively strongly agreed and agreed that they enjoy good welfare scheme in the school. Eleven (11) people representing 22% disagreed that there are good welfare schemes for the non teaching staff of GHANASS. Six (6) people were indifferent on this issue. Once again from the above it can be said that relatively there is a good welfare scheme for workers at GHANASS.

Free education Frequency Valid Strongly agree Agree Neutral Disagree Strongly disagree Total 7 4 10 20 9 50 Percent 14.0 8.0 20.0 40.0 18.0 100.0 Valid Percent 14.0 8.0 20.0 40.0 18.0 100.0 Cumulative Percent 14.0 22.0 42.0 82.0 100.0

The table above reports that 7 (14%) and 4 (8%) of the respondents respectively strongly agreed and agreed that some kind of free education is a means that is used by the authorities at GHANASS to motivate them to work. 20 (40%) and 9 (18%) of the people used in the disagreed and strongly disagreed that free education is a method that is used to motivate them to work. Ten (10) people were indecisive on this issue. It can be concluded from the above that free education to wards of the workers is not a motivational tool that is used in the school.
Fringe benefits Frequency Valid Strongly agree Agree Neutral Disagree Strongly disagree Total 2 9 19 17 3 50 Percent 4.0 18.0 38.0 34.0 6.0 100.0 Valid Percent 4.0 18.0 38.0 34.0 6.0 100.0 Cumulative Percent 4.0 22.0 60.0 94.0 100.0

It can be seen from the table above that 2 (4%) and 9 (18%) of the respondents respectively strongly agreed and agreed that they enjoyed fringed benefits to motivate them to work. Quite a number of the respondents were indifferent about the members of the non teaching staff of GHANASS. 17 (34%) and 3 (6%) of the remaining respondents respectively disagreed and strongly disagreed that the enjoyment of fringe benefits is a motivational tool being used in the school. It cn be inferred from the above that the non teaching staff of the school do not enjoy

fringe benefits to motivate them further to do their work.

The table above reports that 24 (48%) and 3 (6%) of the respondents respectively agreed and strongly agreed that there is a friendly relationship among the workers in the school which they believe is motivational tool. 16 (32%) of them were indecisive whether the existence of a friendly relationship is a motivational tool being enjoyed in the school with the remaining seven people completely disagreeing. From the above a conclusion that can be made is that it is only just above half of the respondents who at least agreed that friendly relationship is a motivational tool that is used in the school which is not quite overwhelming.
Feedback about performance Frequency Valid Strongly agree Agree Neutral Disagree Strongly disagree Total 5 32 5 7 1 50 Percent 10.0 64.0 10.0 14.0 2.0 100.0 Valid Percent 10.0 64.0 10.0 14.0 2.0 100.0 Cumulative Percent 10.0 74.0 84.0 98.0 100.0

The table above indicates that 5 (10%) and 32 (64%) of the respondents respectively strongly agreed and agreed that they receiving feedback on their performance is a motivational tool that is being used in the school. 5 (10%) were indecisive, 7 (14%) disagreed and with the remaining person strongly disagreeing. With a cumulative percentage of 74 of people at least agreeing that

they receive feedback of their performance is that generally workers see it as a good motivational practice in the school.
Do you have needs Frequency Valid Yes No Total Missing Total System 39 7 46 4 50 Percent 78.0 14.0 92.0 8.0 100.0 Valid Percent 84.8 15.2 100.0 Cumulative Percent 84.8 100.0

The table shows that 39 (84.8%) of the respondents responded in the affirmative when they were asked whether they have needs. The remaining 7(15.2%) responded in the negative.
Are you satisfied about how workers are motivated in the school Frequency Valid Yes No Total Missing Total System 27 19 46 4 50 Percent 54.0 38.0 92.0 8.0 100.0 Valid Percent 58.7 41.3 100.0 Cumulative Percent 58.7 100.0

It can be seen from the table above that 27 (58.7%) of the respondents said yes indeed they are satisfies about how workers are motivated in the school. The remaining 19 (41.3%) responded in the negative.
Do you have needs? Frequency Valid Yes No Total 44 6 50 Percent 88.0 12.0 100.0 Valid Percent 88.0 12.0 100.0 Cumulative Percent 88.0 100.0

It can clearly be seen from the table above that as many as 44 (88%) of the respondents said they have needs. The remaining 6 (12) responded in the negative. An inference that can be made from the above is that the respondents overwhelmingly have some needs in mind. Below are some of the needs and expectations of the workers: Cutlass Hammer Money to do so many things such as children education Conducive working environment Salary increment Study leave with pay Overtime allowance, risk allowance Being asked to go for refresher courses Accommodation for all Motivation Raincoat to serve the students during the raining season Boots, gloves, shovel, long brooms, soaps, disinfectants Work load to be reduced Appreciation Attention

Are the motivational practices of the school being used to satisfy your needs and expectation? Frequency Valid Yes No Total Missing Total System 11 36 47 3 50 Percent 22.0 72.0 94.0 6.0 100.0 Valid Percent 23.4 76.6 100.0 Cumulative Percent 23.4 100.0

It can be seen from the table above that it is rather unfortunate that as many as 36 (76.6%) of the

respondents said the motivational practices of the school are not being used to satisfy their needs and expectations. The remaining 11 (23.4%) said the motivational practices of the school are being used in satisfying their needs and expectation Those two responded yes Encouragement Working in good condition help you to work effectively
How long have you been at your present post? Frequency Valid Under 6 months 6 months - 1 yr 1 - 2 yrs More than 2 yrs Total 1 3 6 40 50 Percent 2.0 6.0 12.0 80.0 100.0 Valid Percent 2.0 6.0 12.0 80.0 100.0 Cumulative Percent 2.0 8.0 20.0 100.0

The table above indicates that 3 (6%) and 6 (12%) of the respondents said they have respectively been at the current or present positions for 6 months 1year and 1 2 yrs. As many as 40 (80%) of them have been at their current positions more than two (2) years now. This clearly shows that most of the respondents have spent more than two years at their present position which is welcoming since this will help them to gain some experiences.
Do you enjoy the work you do? Frequency Valid Yes No Total 46 4 50 Percent 92.0 8.0 100.0 Valid Percent 92.0 8.0 100.0 Cumulative Percent 92.0 100.0

It can be seen from the table above that as many as 46 (92%) of the respondents said they enjoy the work they do. Four (4) people said they do not enjoy the work they currently do.

Do you come to work early? Frequency Valid Yes No Total 49 1 50 Percent 98.0 2.0 100.0 Valid Percent 98.0 2.0 100.0 Cumulative Percent 98.0 100.0

The table above clearly shows that virtually all the respondents said they come to work early. It was only a person who said he/she comes to work late. This outcome is not surprising since anybody would like to associate him or herself to lateness although in reality they do come to work late.
Are you loyal to the institution? Frequency Valid Very loyal Loyal Total Missing Total System 38 11 49 1 50 Percent 76.0 22.0 98.0 2.0 100.0 Valid Percent 77.6 22.4 100.0 Cumulative Percent 77.6 100.0

It can be seen from the table above that 38 (77.6%) of the respondents said they are very loyal in everything that they do in the institution. The remaining eleven (11) representing 22.4% said they are just loyal to the school.
Are you able to complete duties assigned to you on time? Frequency Valid Yes No Total Missing Total System 35 1 36 14 50 Percent 70.0 2.0 72.0 28.0 100.0 Valid Percent 97.2 2.8 100.0 Cumulative Percent 97.2 100.0

The table above shows that 35 out of the 36 people who responded to the question said they they are always able to complete duties assigned them during their working time. It was only one person who is not able to finish assignments given to him or her.
When you come to work, do you do the work without complaining? Frequency Valid Yes No Total Missing Total System 40 9 49 1 50 Percent 80.0 18.0 98.0 2.0 100.0 Valid Percent 81.6 18.4 100.0 Cumulative Percent 81.6 100.0

From the above table 40 (81.6%) of the respondents said they do not complain about the work that they do. The remaining nine (9) representing 18.4% said they always complain about the work that they do. The reasons given are by those who said yes are I love my work I have decided to work hard for my own improvement Am learning in case I move out of the school I can still administer my own work That is the only job that I have The machines I am using are well equipped It is my responsibility for which I am paid Work assigned is within my competencies and I consult colleagues when I am faced with challenges It is my talent No Being asked to do so many works at the same time I am not provided with the tools that I would need to work At times the pressure is too much on us

What do you want management to change about your work? To provide me with the instruments needed to do my work Time for closing should be changed Time for closing during vacation should be changed Improvement in facilities Giving of risk allowance Transportation Increase in salary Provide a set of computer Expand the facility Change fitting Paint the buildings Training Want management to talk about positive things concerning me and also to encourage me.
Have you been trained to do the job you are doing? Frequency Valid Yes No Total Missing Total System 27 22 49 1 50 Percent 54.0 44.0 98.0 2.0 100.0 Valid Percent 55.1 44.9 100.0 Cumulative Percent 55.1 100.0

The table above shows that 27 (55.1%) of the respondents responded in the affirmative when they were asked whether they have been trained to do the kind of job that they are currently undertaking. The remaining 22 (44.9%) responded in the negative. The researcher is tempted to believe that the twenty two (22) belonged to the category of workers who do not really need any special training before they carry out the work. This category of workers may include the labourers, cleaners, watchmen and pantry man.

Frequency Valid 1month - 1 yr 3

Percent 6.0

Valid Percent 11.1

Cumulative Percent 11.1

1 - 2 yrs 5 yrs and more Total Missing Total System

7 17 27 23 50

14.0 34.0 54.0 46.0 100.0

25.9 63.0 100.0

37.0 100.0

Has the training had an impact on the job you perform in this school? Frequency Valid Impacted more Impacted Total Missing Total System 26 1 27 23 50 Percent 52.0 2.0 54.0 46.0 100.0 Valid Percent 96.3 3.7 100.0 Cumulative Percent 96.3 100.0

It can be seen from the table above that 26 (96.3%) of those who said they have been trained to do the work they are doing said the training have impacted more on the performance of their job. It was only a person who said the training just impacted on his/her job performance.
Should the school organize training for you to be able to perform? Frequency Valid Yes No Total Missing Total System 43 6 49 1 50 Percent 86.0 12.0 98.0 2.0 100.0 Valid Percent 87.8 12.2 100.0 Cumulative Percent 87.8 100.0

The table above indicates that 43 (87.8%) of the respondents said they will be able to perform at their various work places if the school organizes training for them. The remaining six (6) representing 12.2% said they can perform whether the school organizes training program for them or not.

Is training alone enough to improve job performance? Frequency Valid Yes No Total Missing Total System 22 25 47 3 50 Percent 44.0 50.0 94.0 6.0 100.0 Valid Percent 46.8 53.2 100.0 Cumulative Percent 46.8 100.0

The table above shows that slightly above half of the respondents responded in the negative when they were asked whether training alone will be enough to enable them improve upon their performance. The remaining twenty two (22) representing 46.8% said training alone is sufficient for them to improve upon their performance.
Do you need to be motivated before you can perform to work? Frequency Valid Yes No Total Missing Total System 30 19 49 1 50 Percent 60.0 38.0 98.0 2.0 100.0 Valid Percent 61.2 38.8 100.0 Cumulative Percent 61.2 100.0

It can be seen from the table above that 30 (61.2%) of the respondents said they need to be motivated before they can perform. The remaining 19 (38.8%) said they do not need any form of motivation to necessarily perform.
Which type of motivation do you need? Cumulative Frequency Valid Monetary motivation Non - monetary motivation Both 15 2 33 Percent 30.0 4.0 66.0 Valid Percent 30.0 4.0 66.0 Percent 30.0 34.0 100.0

Which type of motivation do you need? Cumulative Frequency Valid Monetary motivation Non - monetary motivation Both Total 15 2 33 50 Percent 30.0 4.0 66.0 100.0 Valid Percent 30.0 4.0 66.0 100.0 Percent 30.0 34.0 100.0

It can be seen from the table above that 33 (66%) of the respondents said that the kind of motivation that they need is monetary and non monetary. Fifteen (15) of them representing 30% said the type of motivation that they need is only the monetary one.
Do you feel you receive adequate pay for the work you do? Frequency Valid Yes No Total 2 48 50 Percent 4.0 96.0 100.0 Valid Percent 4.0 96.0 100.0 Cumulative Percent 4.0 100.0

The table above indicates that as many as 48 (96%) of the respondents responded in the negative when they were asked whether their pay is adequate for the kind of job or work they do. It was only 2 (4%) of them who responded in the affirmative.
Does this affect you negatively in the work you do? Frequency Valid Yes No Total 34 16 50 Percent 68.0 32.0 100.0 Valid Percent 68.0 32.0 100.0 Cumulative Percent 68.0 100.0

The table above shows that 34 (68%) of the respondents said the inadequate pay or salary that they receive which is inadequate negatively affect the work that they do. The remaining 16 representing 32% said the inadequate pay that they receive does not affect the kind of work that

they do. The response of these sixteen (16) people is somehow interesting since in most cases of life it does not work like that. It can therefore mean that either: Those people were not expecting the kind of pay that they are currently receiving They are not carrying out the jobs as they are suppose to do. They currently carry out their jobs haphazardly and go somewhere to undertake another job somewhere.

If yes I do not feel comfortable at work The money is not enough Enough money will motivate me to work I work more than I received My take home pay is not sufficient to take care of my economic, social, emotional and psychological needs. I always think of how to make additional income
Does the school use non - monetary incentives to motivate workers to improve upon performance? Frequency Valid Yes No Total 33 17 50 Percent 66.0 34.0 100.0 Valid Percent 66.0 34.0 100.0 Cumulative Percent 66.0 100.0

The table above shows that 33 (66%) of the respondents said the school uses non monetary incentives to motivate them to improve upon their performance. The remaining 17 (34%) responded in the negative when they were asked whether the school uses non monetary incentives to motivate them to improve upon their performance. The above shows that there is some level of the use of non monetary incentives to motivate workers to improve upon their performance.
Which of these non - monetary incentives can motivate you most to improve upon your work?

Cumulative Frequency Valid Tangible non - monetary incentives Social non - monetary incentives Job related non - monetary incentives All of the above Total Missing Total System 20 1 7 20 48 2 50 Percent 40.0 2.0 14.0 40.0 96.0 4.0 100.0 Valid Percent 41.7 2.1 14.6 41.7 100.0 Percent 41.7 43.8 58.3 100.0

The table above shows that 20 (41.7%) and 7 (14.6%) of the respondents respectively said tangible non monetary incentives and job related non monetary incentives are some of the non monetary incentives that can motivate them to improve upon their work. Another 20 (41.7%) of them said ca combination of tangible, social and job related non monetary incentives can motivate them to improve upon their work.
Free food Frequency Valid Very important Important Indifferent Not important Not very important Total Missing Total System 13 10 3 1 10 37 13 50 Percent 26.0 20.0 6.0 2.0 20.0 74.0 26.0 100.0 Valid Percent 35.1 27.0 8.1 2.7 27.0 100.0 Cumulative Percent 35.1 62.2 70.3 73.0 100.0

The table above reports that 13 (35.1%) and 10 (27%) of the respondents respectively said it is very important and important for them to receive free food as an incentive to motivate them to do their work. 3 (8.1%) were indifferent, 10 (27%) said it is not very important with the remaining person saying it is not important. From the above it can be inferred that free food should be considered a non monetary incentive in the school.

Trophies Frequency Valid Very important Important Indifferent Not important Not very important Total Missing Total System 6 8 3 4 15 36 14 50 Percent 12.0 16.0 6.0 8.0 30.0 72.0 28.0 100.0 Valid Percent 16.7 22.2 8.3 11.1 41.7 100.0 Cumulative Percent 16.7 38.9 47.2 58.3 100.0

It can be seen from the table above that 6 (16.7%) and 8 (22.2%) of the respondents respectively said it is very important and important for the giving out of trophies to be used as an incentive for motivation. 3 (8.3%) were indifferent, 4 (11.1%) said it is not important with the remaining 15 (41.7%) saying it is not very important. From the above with more than half of the respondents not seeing the use of trophies as non monetary incentive means that trophies should not be considered as a motivational tool for the workers.
Vacation trip Frequency Valid Very important Important Indifferent Not important Not very important Total Missing Total System 8 5 4 4 15 36 14 50 Percent 16.0 10.0 8.0 8.0 30.0 72.0 28.0 100.0 Valid Percent 22.2 13.9 11.1 11.1 41.7 100.0 Cumulative Percent 22.2 36.1 47.2 58.3 100.0

The table above reports that 8 (22%) and 5 (13.9%) of the respondents respectively said it is very

important and important that vacation trip should b considered as a form of a non monetary motivational tool. 15 (41.7%) said it is not very important, 4 (11.1%) said it is not important with the remaining 4 (11.1) being indifferent. A conclusion that can be made from the table above is that the workers will not so much value vacation trip as a non monetary incentive to motive them to work to improve upon their performance.
Certificates Frequency Valid Very important Important Indifferent Not important Not very important Total Missing Total System 9 2 7 8 10 36 14 50 Percent 18.0 4.0 14.0 16.0 20.0 72.0 28.0 100.0 Valid Percent 25.0 5.6 19.4 22.2 27.8 100.0 Cumulative Percent 25.0 30.6 50.0 72.2 100.0

The table above shows that 10 (27.8%) and 8 (22.2%) of the respondents said the use of certificates as an incentive to motivate them is not very important and not important. 9 (25%) and 2 (5.6%) of the respondents respectively said they consider the use of certificates as very important and important. The remaining seven (7) representing (19.4%) were indecisive as to whether the issuance of certificate should be used as a motivational tool for workers.
Private office Frequency Valid Very important Important Indifferent Not very important Total Missing System 13 2 6 14 35 15 Percent 26.0 4.0 12.0 28.0 70.0 30.0 Valid Percent 37.1 5.7 17.1 40.0 100.0 Cumulative Percent 37.1 42.9 60.0 100.0

Private office Frequency Valid Very important Important Indifferent Not very important Total Missing Total System 13 2 6 14 35 15 50 Percent 26.0 4.0 12.0 28.0 70.0 30.0 100.0 Valid Percent 37.1 5.7 17.1 40.0 100.0 Cumulative Percent 37.1 42.9 60.0 100.0

It can be seen from the above table that 13 (37.1%) and 2 (5.7%) of the respondents respectively were of the view that it is very important and important for the provision of private offices them to serve as an incentive to them to improve upon their work. 14 (40%) said it is not very important with the remaining 6 (17.1%) being indifferent. This shows respondents do not really see the provision of private offices as a motivational tool.
Praise Frequency Valid Very important Important Indifferent Not important Total Missing Total System 24 7 4 1 36 14 50 Percent 48.0 14.0 8.0 2.0 72.0 28.0 100.0 Valid Percent 66.7 19.4 11.1 2.8 100.0 Cumulative Percent 66.7 86.1 97.2 100.0

The table above reports that 24 (66.7%) and 7 (19.4%) of the respondents respectively consider the showering of praise on an individual as a very important and important motivational tool to encourage worker to improve upon their performance. 4 (11.1%) were indifferent with the remaining person saying it is not important. The meaning of the result above is that the use of praise as a social non monetary incentive should be use to motivate workers in the school.

Handshake Frequency Valid Very important Important Indifferent Not important Total Missing Total System 5 21 4 7 37 13 50 Percent 10.0 42.0 8.0 14.0 74.0 26.0 100.0 Valid Percent 13.5 56.8 10.8 18.9 100.0 Cumulative Percent 13.5 70.3 81.1 100.0

The table above indicates that 5 (13.5%) and 21 (56.8%) of the respondents respectively said is it very important and important for the use of handshake as an incentive to motivate people to work. 4 (10.8%) were indifferent with the remaining 7 (18.9%) people saying it is not important. From the above it can be inferred that if the authorities of GHANASS want to use a non monetary means of motivating the workers, they can use handshake.
Friendly greeting Frequency Valid Very important Important Indifferent Not important Not very important Total Missing Total System 15 11 6 4 1 37 13 50 Percent 30.0 22.0 12.0 8.0 2.0 74.0 26.0 100.0 Valid Percent 40.5 29.7 16.2 10.8 2.7 100.0 Cumulative Percent 40.5 70.3 86.5 97.3 100.0

The table above reports that 15 (40.5%) and 11 (29.7%) of the people used in the studies respectively said it is very important and important that friendly greeting should be used as a non monetary incentive. 6 (16.2%) were indifferent, 4 (8%) said it is not important with the

remaining person saying it is not very important. Once again authorities at GHANASS can also use friendly greeting as a means of motivating them to work.
Smile Frequency Valid Very important Important Indifferent Not important Not very important Total Missing Total System 10 14 2 7 3 36 14 50 Percent 20.0 28.0 4.0 14.0 6.0 72.0 28.0 100.0 Valid Percent 27.8 38.9 5.6 19.4 8.3 100.0 Cumulative Percent 27.8 66.7 72.2 91.7 100.0

It can be seen from the table above that 10 (27.8%) and 14 (38.9%) of the respondents respectively said it is very important and important for the use of smile as an incentive to be used to motivate workers. 7 (19.4%) said it is not important, 3(8.3%) said it is not very important with the remaining 2 (5.6) were indifferent. From the above smile can be used as a motivating tool.
Verbal public recognition Frequency Valid Very important Important Indifferent Not important Not very important Total Missing Total System 19 8 2 5 1 35 15 50 Percent 38.0 16.0 4.0 10.0 2.0 70.0 30.0 100.0 Valid Percent 54.3 22.9 5.7 14.3 2.9 100.0 Cumulative Percent 54.3 77.1 82.9 97.1 100.0

The above table reports that 19 (54.3%) and 8 (22.9%) of the respondents respectively said it is

very important and important for the use of verbal public recognition to be used as an incentive for motivation. 5 (14.3%) said it is not important, 2 (5.7%) were indifferent with the remaining person saying it is not very important. From the above verbal public recognition can be used as a social non monetary incentive to motivate the people to work.
Feedback about performance Frequency Valid Very important Important Indifferent Not important Not very important Total Missing Total System 22 6 4 1 3 36 14 50 Percent 44.0 12.0 8.0 2.0 6.0 72.0 28.0 100.0 Valid Percent 61.1 16.7 11.1 2.8 8.3 100.0 Cumulative Percent 61.1 77.8 88.9 91.7 100.0

It can be seen from the table above that 22 (61.1%) and 6 (16.7%) of the respondents respectively said in their view the relaying of their feedback on their performance is very important and important as an incentive tool for motivation. 4 (11.1%) were indifferent, 3 (8.3%) said it is not very important with the remaining person saying it is not important. From the above it can be concluded that the relaying of feedback to workers on their performance is a good non monetary incentive tool to be used to motivate workers.
Meaningful work Frequency Valid Very important Important Indifferent Not important Not very important Total 20 6 4 5 1 36 Percent 40.0 12.0 8.0 10.0 2.0 72.0 Valid Percent 55.6 16.7 11.1 13.9 2.8 100.0 Cumulative Percent 55.6 72.2 83.3 97.2 100.0

Missing Total

System

14 50

28.0 100.0

The table above reports that 20 (55.6%) and 6 (16.7%) of the respondents respectively said it is very important and important for the use of meaningful work as an incentive to motivate workers. 4 (11.1%) were indifferent, 5 (13.9%) said it is not important and the remaining person said not is not very important.
Autonomy over work Frequency Valid Very important Important Indifferent Not important Not very important Total Missing Total System 16 6 5 5 3 35 15 50 Percent 32.0 12.0 10.0 10.0 6.0 70.0 30.0 100.0 Valid Percent 45.7 17.1 14.3 14.3 8.6 100.0 Cumulative Percent 45.7 62.9 77.1 91.4 100.0

It can be seen from the table above that 16 (45.7%) and 6 (17.1%) of the people used in the study respectively said it is very important and important for the use of the autonomy that people have over their work as an incentive for motivation. 3 (8.6%) said it is not very important, 5 (14.3%) said it is important with the remaining 5 (14.3%) being indifferent.
Job rotation Frequency Valid Very important Important Indifferent Not important Not very important Total 16 5 5 5 4 35 Percent 32.0 10.0 10.0 10.0 8.0 70.0 Valid Percent 45.7 14.3 14.3 14.3 11.4 100.0 Cumulative Percent 45.7 60.0 74.3 88.6 100.0

Missing Total

System

15 50

30.0 100.0

The table above indicates that 16 (45.7%) and 5 (14.3%) of the respondents respectively said it is very important and important for the use of job rotation as an incentive to motive people to work. 5 (14.3%) said it is important, 4 (11.4%) said it is not very important with the remaining 5 (14.3%) being indifferent.
Promotion Frequency Valid Very important Important Indifferent Not important Not very important Total Missing Total System 25 3 3 3 3 37 13 50 Percent 50.0 6.0 6.0 6.0 6.0 74.0 26.0 100.0 Valid Percent 67.6 8.1 8.1 8.1 8.1 100.0 Cumulative Percent 67.6 75.7 83.8 91.9 100.0

The table above reports that 25 (67.6%) and 3 (8.1%) of the respondents respectively said it is very important and important for the authorities to use promotion as a non monetary incentive to motivate them to work. Three (3) persons each respectively were indifferent about it, said not important and finally not very important. From the above with about three quarters of the respondents saying that it is at least important for promotion to be used as an incentive tool means that authorities should use the promotion of people as a motivational tool for people to perform.
Flexible work Frequency Valid Very important Important Indifferent 7 5 9 Percent 14.0 10.0 18.0 Valid Percent 19.4 13.9 25.0 Cumulative Percent 19.4 33.3 58.3

Not important Not very important Total Missing Total System

2 13 36 14 50

4.0 26.0 72.0 28.0 100.0

5.6 36.1 100.0

63.9 100.0

The table above indicates that 7 (19.4%) and 5 (13.9%) of the respondents respectively said it is very important and important that flexibility at work be used as an incentive to motivate people to work. 2 (5.6%) said it is not important, 13 (36.1%) said it is not very important with the remaining 9 (25%) being indifferent. From the above it means flexibility at the workplace should not be used as a motivational tool in the school.
If non - monetary incentives are not given, will it affect how you perform your work? Frequency Valid Yes No Total Missing Total System 25 12 37 13 50 Percent 50.0 24.0 74.0 26.0 100.0 Valid Percent 67.6 32.4 100.0 Cumulative Percent 67.6 100.0

The table above indicates that 25 (67.6%) of the respondents if non monetary incentives are not given, it will affect how they perform their work. The remaining 12 (32.4%) responded in the negative when they were asked whether the non existence of non monetary
What do you think will motivate you most to improve upon job performance? Cumulative Frequency Valid Monetary incentives Non - monetary incentives Both Total Missing System 5 2 31 38 12 Percent 10.0 4.0 62.0 76.0 24.0 Valid Percent 13.2 5.3 81.6 100.0 Percent 13.2 18.4 100.0

What do you think will motivate you most to improve upon job performance? Cumulative Frequency Valid Monetary incentives Non - monetary incentives Both Total Missing Total System 5 2 31 38 12 50 Percent 10.0 4.0 62.0 76.0 24.0 100.0 Valid Percent 13.2 5.3 81.6 100.0 Percent 13.2 18.4 100.0

It can be seen from the table above that 31 (81.6%) of the respondents said they believe that they need both monetary incentives and non monitories incentives to motivate them to improve upon their job performance. Five (5) of them representing 13.2% of them believed solely that monetary incentives is the major thing which will motivate them to improve on the performance.